This document discusses teaching research skills to students from kindergarten through 8th grade based on Common Core writing standards. It outlines how the standards introduce research concepts starting in kindergarten with guided participation and progressing to more independent research projects by 4th grade. The document provides guidance for teachers on assessing student interests, developing research questions, planning investigations, locating resources, avoiding plagiarism, and presenting findings. The goal is to make the student research process easier by building skills incrementally over several grade levels.
This lesson plan guide contains information for two 5th grade library lessons. The first lesson teaches students how to research using library resources and properly cite sources. Students will research a topic using at least three formats and take notes. The second lesson teaches students how to use Microsoft Word to type up their research findings, including changing fonts, margins, and saving their work. Formative assessments include a resource matrix and exit slip. The classroom teacher's role is to introduce the research project and provide instruction before and after the library lessons.
This document provides guidance on developing research topics and ideas. It discusses different types of topics, sources for topics, evaluating potential topics, and parts of a research article. Key points include identifying personal interests, observations, or practical problems as potential topics. Topics should be significant, original, and feasible to research. The problem statement should establish the importance of the research problem. Literature reviews should logically extend past research and help predict the research purpose.
This document discusses finding and evaluating research topics. It identifies 3 types of topics - about groups, behaviors, or general areas. Six sources of topics are also outlined: personal interest, observations, practical problems, fleeting thoughts, readings, and theories. When evaluating topics, researchers should consider effectiveness, significance, originality, and feasibility. Replicating previous research requires justifying differences. Broad or familiar topics and those the researcher already has a strong opinion on may not be suitable. The literature review should logically extend past research on a topic.
This document provides a unit plan for teaching 5th grade students about biographies. The unit spans 3 weeks and uses a project-based learning approach where students work in groups to research and create a digital photo story biography about a famous person. Key activities include an introduction to biographies, reviewing research resources, conducting research in the media center, outlining information, drafting and revising scripts, developing the digital stories in Photostory, presenting the stories, self-reflection, and a final review. The unit is aligned to national English language arts standards and incorporates modifications for differentiating instruction.
10 steps to write a basic research paperabdur rahman
This document outlines 10 steps to write a basic research paper. The steps include choosing an appropriate topic that interests the writer, gathering information from various sources, starting to research the topic, outlining the research with an introduction and supporting paragraphs, writing drafts of the body of the paper, revising drafts, creating a final draft, preparing a bibliography, adding a title page and keywords, and evaluating the completed work. The goal is to provide students with a starting point for writing their research paper by outlining the key elements and process.
The document provides guidance on developing a research topic through several steps:
1) Formulate a broad research theme by considering topics of interest and relevance to your field of study. Possible sources of inspiration include literature, current issues, and subject guides.
2) Develop a specific research question by refining your theme using techniques like the "5W method" and organizing concepts visually in diagrams. The research question should allow for elaboration rather than a simple yes/no answer.
3) Further narrow or expand your research topic if needed by taking notes on viewpoints, developments, keywords and evaluating questions based on interest level and scope. The goal is to define a clear topic that can be studied in depth.
Evo research topics to r qs (judith hanks), january 2016 (1)ClassResearchEVO
Dr. Judith Hanks discusses ways to narrow the focus of research from broad topics to specific research questions. She outlines two approaches: starting with a topic and title then developing questions and data collection, or beginning with data collection and allowing questions to emerge during analysis. Refining questions involves considering agency, feasibility, and what researchers truly want to understand. Classrooms provide rich research contexts if questions are carefully focused. Developing good questions involves curiosity, imagination, and flexibility to changing understandings.
Writing MD thesis for postgraduate medical studentHussein Elkhayat
This document provides guidance on writing a medical thesis, including selecting a topic, organizing the thesis, writing each section, and addressing ethical concerns. It recommends that students work closely with their supervisor to choose a worthwhile topic and develop a timetable. The introduction should justify the need for the study and state the objectives. The methods section should thoroughly describe the research design and procedures. The results section should objectively report the findings without interpretation.
This lesson plan guide contains information for two 5th grade library lessons. The first lesson teaches students how to research using library resources and properly cite sources. Students will research a topic using at least three formats and take notes. The second lesson teaches students how to use Microsoft Word to type up their research findings, including changing fonts, margins, and saving their work. Formative assessments include a resource matrix and exit slip. The classroom teacher's role is to introduce the research project and provide instruction before and after the library lessons.
This document provides guidance on developing research topics and ideas. It discusses different types of topics, sources for topics, evaluating potential topics, and parts of a research article. Key points include identifying personal interests, observations, or practical problems as potential topics. Topics should be significant, original, and feasible to research. The problem statement should establish the importance of the research problem. Literature reviews should logically extend past research and help predict the research purpose.
This document discusses finding and evaluating research topics. It identifies 3 types of topics - about groups, behaviors, or general areas. Six sources of topics are also outlined: personal interest, observations, practical problems, fleeting thoughts, readings, and theories. When evaluating topics, researchers should consider effectiveness, significance, originality, and feasibility. Replicating previous research requires justifying differences. Broad or familiar topics and those the researcher already has a strong opinion on may not be suitable. The literature review should logically extend past research on a topic.
This document provides a unit plan for teaching 5th grade students about biographies. The unit spans 3 weeks and uses a project-based learning approach where students work in groups to research and create a digital photo story biography about a famous person. Key activities include an introduction to biographies, reviewing research resources, conducting research in the media center, outlining information, drafting and revising scripts, developing the digital stories in Photostory, presenting the stories, self-reflection, and a final review. The unit is aligned to national English language arts standards and incorporates modifications for differentiating instruction.
10 steps to write a basic research paperabdur rahman
This document outlines 10 steps to write a basic research paper. The steps include choosing an appropriate topic that interests the writer, gathering information from various sources, starting to research the topic, outlining the research with an introduction and supporting paragraphs, writing drafts of the body of the paper, revising drafts, creating a final draft, preparing a bibliography, adding a title page and keywords, and evaluating the completed work. The goal is to provide students with a starting point for writing their research paper by outlining the key elements and process.
The document provides guidance on developing a research topic through several steps:
1) Formulate a broad research theme by considering topics of interest and relevance to your field of study. Possible sources of inspiration include literature, current issues, and subject guides.
2) Develop a specific research question by refining your theme using techniques like the "5W method" and organizing concepts visually in diagrams. The research question should allow for elaboration rather than a simple yes/no answer.
3) Further narrow or expand your research topic if needed by taking notes on viewpoints, developments, keywords and evaluating questions based on interest level and scope. The goal is to define a clear topic that can be studied in depth.
Evo research topics to r qs (judith hanks), january 2016 (1)ClassResearchEVO
Dr. Judith Hanks discusses ways to narrow the focus of research from broad topics to specific research questions. She outlines two approaches: starting with a topic and title then developing questions and data collection, or beginning with data collection and allowing questions to emerge during analysis. Refining questions involves considering agency, feasibility, and what researchers truly want to understand. Classrooms provide rich research contexts if questions are carefully focused. Developing good questions involves curiosity, imagination, and flexibility to changing understandings.
Writing MD thesis for postgraduate medical studentHussein Elkhayat
This document provides guidance on writing a medical thesis, including selecting a topic, organizing the thesis, writing each section, and addressing ethical concerns. It recommends that students work closely with their supervisor to choose a worthwhile topic and develop a timetable. The introduction should justify the need for the study and state the objectives. The methods section should thoroughly describe the research design and procedures. The results section should objectively report the findings without interpretation.
This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
This document discusses the process of analyzing data collected during action research cycles. It describes action research as occurring in cyclical phases with key steps including defining problems, developing and implementing plans of action, evaluation, and revising plans. Analysis occurs throughout the process, beginning with pre-fieldwork and continuing during data collection, coding, and interpretation. The presentation emphasizes that analysis should not wait until all data is collected, but instead should occur continuously during the research cycles through activities like staff meetings, memos, and constant comparative analysis.
Dr. Harland (STEM Mom) Keynote at REMAST Summer ConferenceDarci the STEM Mom
This is the presentation that STEM Mom gave at the summer 2013 summer REMAST summer conference in South Dakota State University. Topics range from "What is STEM?" Ways to teach in context to engage students, Importance of Inquiry, creating an environment that is friendly for inquiry, and how to balance natural curiosity with making sure student improve their scientific thinking and practice skills.
Guidelines in choosing a research topicDinah Sindol
The document provides guidelines for choosing a good research topic, including focusing on topics that interest you, have available information to research, and are timely and relevant. It suggests avoiding controversial, highly technical, hard to investigate, too broad or narrow topics. Specifically, topics should have sufficient available sources to research thoroughly and provide an in-depth analysis of a focused subject within the scope of course requirements and your personal resources.
Worked through this unit plan with an Intermediate level class. The experiment rotation before identifying individual science fair questions was highly successful! Helped students develop creative and exciting hypotheses over a range of the Science curriculum strands.
This document provides guidance on choosing a research topic. It recommends examining assignment guidelines to choose a manageable topic within the given timeframe. The document suggests starting with a general search using various resources and websites provided. It prompts considering factors like the intended audience, timeframe, available information sources, topic relevance and personal interest. Developing a substantial thesis stating a clear position on the topic after reviewing literature from multiple sides is also advised. An example thesis and outline for a paper on inviting controversial speakers to campus is given.
This document discusses essential questions, Bloom's taxonomy, understanding by design, backwards design, and depth of knowledge (DOK) levels as they relate to curriculum design and student assessment. It provides information on framing essential questions to drive student curiosity, the six levels of Bloom's revised taxonomy, the three stages of understanding by design (desired results, acceptable evidence, and lesson planning), and Webb's four DOK levels and examples of questions for each level in social studies. The goal is to design curricula and assessments that promote higher-order thinking skills and enduring understanding.
B) guide to using hots in a reading classroomsYI85
The document provides guidance for teachers on developing higher order thinking skills (HOTS) in reading classrooms. It discusses Bloom's taxonomy of educational objectives and its revised version. The document outlines steps for developing effective questioning skills, features of good questions, types of questions to ask and avoid, and how to develop teachers' own questioning abilities. Teachers are encouraged to ask open-ended questions that stimulate critical thinking and intellectual engagement from students.
This document discusses strategies for engaging all learners in education. It defines engagement as having high attention and commitment to a task or activity that has inherent meaning or value to the student. Frameworks discussed for engagement include Universal Design for Learning and differentiation. Teaching approaches promoted for diverse learners are differentiation, literature circles, open-ended teaching, inquiry learning, and multiple intelligences. Assessment for learning is emphasized using formative feedback to guide instruction. Examples provided are of poetry circles and personal inquiry to promote student engagement.
This document provides guidance on writing and reviewing research papers. It begins with acknowledging the recommended reading and then outlines the main goals of a scientific paper. Various document preparation systems are discussed as well as the standard structure for a research paper, including sections on the introduction, background, related work, and conclusion. The document concludes with guidelines on paper style, dos and don'ts, and how to approach reviewing a paper with the goal of improving it for publication.
It is a guide for Dissertation/Thesis writing in medical field.
Post graduate students can get the necessary guidelines for writing a dissertation which should be submitted for getting a Masters degree from any reputed university.
How to Choose a PhD Dissertation Topic For Economic Research? List out the Cr...PhD Assistance
This document provides guidance on choosing a dissertation topic for economic research. It outlines several criteria and steps to consider when selecting a topic, including ensuring you are interested in the topic, getting inspired by previous student projects, seeking recommendations from professors, choosing a topic that is unique but not too complex, focusing on a small and specific area, and considering interdisciplinary topics. It emphasizes selecting a topic you are passionate about and one that has enough available research and information to answer your research question. The document also provides tips for brainstorming topic ideas, narrowing a broad topic, developing keywords, and being flexible in case your interests change during the research process.
Research is defined as the systematic process of planning, collecting, analyzing and interpreting data to increase understanding and answer questions. It requires carefully studying a topic, establishing a research problem and question, and investigating without bias to discover new facts or principles. The research question should be clear, specific, reflect the study objectives, have no obvious answer, and solving it should help address the problem being examined.
This document discusses the history and rationale for establishing standards in education in the United States. It describes how concerns over student achievement and international competitiveness led to the development of state and national standards beginning in the 1960s. The standards movement aimed to ensure all students received a rigorous and comprehensive education and that there was accountability and consistency in what was taught.
This document provides guidance on writing and publishing scientific papers in dentistry. It discusses the scientific process, communicating results through talks and written documents, and the obligations of research. It defines science and what makes research scientific. Characteristics of good science are outlined, including starting with a question and having a clear goal, specific plan, dividing problems into subproblems, hypotheses testing, and the cyclical nature of science. The document provides advice on literature reviews, impact factors, validity and reliability, statistics, and scientific writing style.
Writing a Successful Paper (Academic Writing Engineering)Tarek Gaber
This guide describes how to explain your research in a persuasive, well-organized paper, avoiding plagiarism, tips to improve your academic English writing
The document discusses several theories of how people learn, including:
- Students learn best when their prior knowledge is engaged and misconceptions are addressed. Hands-on, concrete experiences are important for learning.
- For learning to transfer to new contexts, students need deep conceptual understanding, not just memorization of facts. They must organize knowledge in a way that facilitates application.
- Metacognition, or reflecting on one's own thinking, allows students to take control of their own learning. Teachers should use strategies to help students process information and reflect on their learning.
This presentation provides an overview of inquiry as an instructional strategy, the 5E learning cycle, and how elementary teachers can use these to integrate science and literacy instruction.
This document is a guidebook for parents and teachers to help students develop research skills. It provides exercises, learning objectives, and descriptions for each step of the research process. The guidebook introduces research and why teaching students these skills is important. It outlines the typical research process and describes each step for the student's research project, including choosing a topic, developing questions, finding information, organizing findings, and presenting. It provides guidance for parents and teachers to facilitate each step of the student's project.
Part II of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the writing standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12.
This document provides objectives and assignments for a reading and explorations class over several days. It introduces class rules and expectations around respect, responsibility, and procedures. It outlines the course goals of developing reading comprehension, using reference materials, and improving skills like summarizing. It also describes activities like taking pre-tests, learning about the explorations board categories, completing 5, 10, and 15-point questions, and introducing study skills lessons.
This document discusses the process of analyzing data collected during action research cycles. It describes action research as occurring in cyclical phases with key steps including defining problems, developing and implementing plans of action, evaluation, and revising plans. Analysis occurs throughout the process, beginning with pre-fieldwork and continuing during data collection, coding, and interpretation. The presentation emphasizes that analysis should not wait until all data is collected, but instead should occur continuously during the research cycles through activities like staff meetings, memos, and constant comparative analysis.
Dr. Harland (STEM Mom) Keynote at REMAST Summer ConferenceDarci the STEM Mom
This is the presentation that STEM Mom gave at the summer 2013 summer REMAST summer conference in South Dakota State University. Topics range from "What is STEM?" Ways to teach in context to engage students, Importance of Inquiry, creating an environment that is friendly for inquiry, and how to balance natural curiosity with making sure student improve their scientific thinking and practice skills.
Guidelines in choosing a research topicDinah Sindol
The document provides guidelines for choosing a good research topic, including focusing on topics that interest you, have available information to research, and are timely and relevant. It suggests avoiding controversial, highly technical, hard to investigate, too broad or narrow topics. Specifically, topics should have sufficient available sources to research thoroughly and provide an in-depth analysis of a focused subject within the scope of course requirements and your personal resources.
Worked through this unit plan with an Intermediate level class. The experiment rotation before identifying individual science fair questions was highly successful! Helped students develop creative and exciting hypotheses over a range of the Science curriculum strands.
This document provides guidance on choosing a research topic. It recommends examining assignment guidelines to choose a manageable topic within the given timeframe. The document suggests starting with a general search using various resources and websites provided. It prompts considering factors like the intended audience, timeframe, available information sources, topic relevance and personal interest. Developing a substantial thesis stating a clear position on the topic after reviewing literature from multiple sides is also advised. An example thesis and outline for a paper on inviting controversial speakers to campus is given.
This document discusses essential questions, Bloom's taxonomy, understanding by design, backwards design, and depth of knowledge (DOK) levels as they relate to curriculum design and student assessment. It provides information on framing essential questions to drive student curiosity, the six levels of Bloom's revised taxonomy, the three stages of understanding by design (desired results, acceptable evidence, and lesson planning), and Webb's four DOK levels and examples of questions for each level in social studies. The goal is to design curricula and assessments that promote higher-order thinking skills and enduring understanding.
B) guide to using hots in a reading classroomsYI85
The document provides guidance for teachers on developing higher order thinking skills (HOTS) in reading classrooms. It discusses Bloom's taxonomy of educational objectives and its revised version. The document outlines steps for developing effective questioning skills, features of good questions, types of questions to ask and avoid, and how to develop teachers' own questioning abilities. Teachers are encouraged to ask open-ended questions that stimulate critical thinking and intellectual engagement from students.
This document discusses strategies for engaging all learners in education. It defines engagement as having high attention and commitment to a task or activity that has inherent meaning or value to the student. Frameworks discussed for engagement include Universal Design for Learning and differentiation. Teaching approaches promoted for diverse learners are differentiation, literature circles, open-ended teaching, inquiry learning, and multiple intelligences. Assessment for learning is emphasized using formative feedback to guide instruction. Examples provided are of poetry circles and personal inquiry to promote student engagement.
This document provides guidance on writing and reviewing research papers. It begins with acknowledging the recommended reading and then outlines the main goals of a scientific paper. Various document preparation systems are discussed as well as the standard structure for a research paper, including sections on the introduction, background, related work, and conclusion. The document concludes with guidelines on paper style, dos and don'ts, and how to approach reviewing a paper with the goal of improving it for publication.
It is a guide for Dissertation/Thesis writing in medical field.
Post graduate students can get the necessary guidelines for writing a dissertation which should be submitted for getting a Masters degree from any reputed university.
How to Choose a PhD Dissertation Topic For Economic Research? List out the Cr...PhD Assistance
This document provides guidance on choosing a dissertation topic for economic research. It outlines several criteria and steps to consider when selecting a topic, including ensuring you are interested in the topic, getting inspired by previous student projects, seeking recommendations from professors, choosing a topic that is unique but not too complex, focusing on a small and specific area, and considering interdisciplinary topics. It emphasizes selecting a topic you are passionate about and one that has enough available research and information to answer your research question. The document also provides tips for brainstorming topic ideas, narrowing a broad topic, developing keywords, and being flexible in case your interests change during the research process.
Research is defined as the systematic process of planning, collecting, analyzing and interpreting data to increase understanding and answer questions. It requires carefully studying a topic, establishing a research problem and question, and investigating without bias to discover new facts or principles. The research question should be clear, specific, reflect the study objectives, have no obvious answer, and solving it should help address the problem being examined.
This document discusses the history and rationale for establishing standards in education in the United States. It describes how concerns over student achievement and international competitiveness led to the development of state and national standards beginning in the 1960s. The standards movement aimed to ensure all students received a rigorous and comprehensive education and that there was accountability and consistency in what was taught.
This document provides guidance on writing and publishing scientific papers in dentistry. It discusses the scientific process, communicating results through talks and written documents, and the obligations of research. It defines science and what makes research scientific. Characteristics of good science are outlined, including starting with a question and having a clear goal, specific plan, dividing problems into subproblems, hypotheses testing, and the cyclical nature of science. The document provides advice on literature reviews, impact factors, validity and reliability, statistics, and scientific writing style.
Writing a Successful Paper (Academic Writing Engineering)Tarek Gaber
This guide describes how to explain your research in a persuasive, well-organized paper, avoiding plagiarism, tips to improve your academic English writing
The document discusses several theories of how people learn, including:
- Students learn best when their prior knowledge is engaged and misconceptions are addressed. Hands-on, concrete experiences are important for learning.
- For learning to transfer to new contexts, students need deep conceptual understanding, not just memorization of facts. They must organize knowledge in a way that facilitates application.
- Metacognition, or reflecting on one's own thinking, allows students to take control of their own learning. Teachers should use strategies to help students process information and reflect on their learning.
This presentation provides an overview of inquiry as an instructional strategy, the 5E learning cycle, and how elementary teachers can use these to integrate science and literacy instruction.
This document is a guidebook for parents and teachers to help students develop research skills. It provides exercises, learning objectives, and descriptions for each step of the research process. The guidebook introduces research and why teaching students these skills is important. It outlines the typical research process and describes each step for the student's research project, including choosing a topic, developing questions, finding information, organizing findings, and presenting. It provides guidance for parents and teachers to facilitate each step of the student's project.
Part II of our series on the impact the Common Core State Standards will have on science instruction in the middle grades. In this session, we’ll explore the writing standards for grades 6-8. Learn about the standards themselves, discover resources that can help you modify your instruction to meet them, and join the emerging conversation with other educators. You’ll get the most out of the seminar if you’ve browsed these standards ahead of time. Go to http://corestandards.org/, click on English Language Arts, and scroll to the Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12.
The document provides an introduction to research methodology. It discusses the importance of research and outlines the basic steps in the research process. The objectives are for students to understand key concepts at each step, including formulating research questions. The contents cover the nature of research, basic research steps, and formulating research questions. Sample research questions are analyzed as an example.
Formulating a research question is an essential step in the research process. It involves translating the research problem into a scientifically answerable question. There are several techniques that can be used to develop research questions, including reviewing literature, brainstorming, and discussion. Well-formulated research questions are clear, specific, and address what is being studied without making assumptions. Both qualitative and quantitative research questions should focus the purpose and scope of the study.
The document provides information on how to build independent learners through teaching the inquiry process, benchmark skills, and information literacy. It defines information literacy and inquiry, describes the inquiry cycle, and gives examples of benchmarks for different grade levels. It also discusses how to embed these concepts into lessons across different subjects using resources like reference works, discussion groups, and electronic media like wikis, blogs, audio and video. Sample lessons on the topic of cloning are provided for different subjects to illustrate how to develop benchmarks, use inquiry phases, and create end products.
This document provides an overview of several different information search and research process models that can be used to teach students information literacy skills. It summarizes 13 different models, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, Ws of Information Inquiry, Carol Kuhlthau's ISP model, Big6, Super3, Savvy Seven Research Model, and others. The models outline the different stages students go through when conducting research or searching for information to complete an assignment.
This document outlines an agenda for an introduction to action research course. It discusses defining action research and selecting an area of focus. Students are assigned homework to observe their own teaching for a week and write a one-page essay identifying things they have learned. The document also reviews different types of scientific research and introduces key aspects of action research, including what makes a teacher a researcher. Students are provided strategies for working toward a research question and developing their research interest or area of inquiry.
This document outlines an agenda for an introduction to action research course. It discusses defining action research and selecting an area of focus. It also provides examples of action research reports and their typical components. As homework, students are asked to observe their own teaching for a week and write a 1-page essay identifying things they have learned. Various types of scientific research are also reviewed, and criteria for selecting an action research topic are outlined.
This document outlines a lesson plan on research methods. It discusses the key differences between primary and secondary research approaches and sources. It also distinguishes between quantitative and qualitative research methods. The document provides guidance on evaluating secondary sources and discusses appropriate uses of internet sources for research. It provides examples of exercises for students to apply their learning, involving conducting research to address topics related to fashion, marketing, design, and architecture.
This document outlines the research process and provides guidance on key aspects of conducting research. It discusses primary and secondary research approaches and sources. It explains quantitative and qualitative research methods. It provides tips for evaluating secondary sources, including using the C.R.A.P. test to assess currency, reliability, authority and purpose. It cautions on the appropriate uses of internet sources like Wikipedia. Exercises are included for students to apply the concepts by developing research questions and conducting preliminary research.
The document discusses several teaching strategies that can be used in an instruction session, including:
1) Having students "drive" the computer to lead parts of the session, engaging them as peers teach.
2) Using a "mindwalk" activity where students brainstorm different aspects of a concept in writing.
3) Implementing problem-based learning through case studies for students to research and propose solutions.
4) Adopting a constructivist approach through inquiry-based methods that build on students' existing knowledge.
NCERT Module Two - Course Design Using the 5E'sStudyvibe
This document outlines the 5E instructional model and inquiry process model for developing a unit of work. It discusses engaging students, eliciting prior knowledge, providing hands-on experiences, developing explanations, extending understanding to new contexts, and evaluating learning. Key aspects of each phase are described, including questions to ask students. The achievement standards for year 6 are also presented, outlining what evidence of learning should be demonstrated by students.
The document discusses various information search models that can be used to teach students research and problem-solving skills. It summarizes 12 different models, including the INFOhio DIALOGUE Model, I-Search, Pathways to Knowledge, Ws of Information Inquiry, Research Cycle, Carol Kuhlthau’s ISP, Big6, Super3, Savvy Seven Research Model, and emphasizes the importance of having a school-wide model to provide a common language and scaffolding for students. It also notes the library media specialist should make multiple models available for teachers to consider.
A new model for inquiry in schools. Combines Together for Learning (OSLA) and Guided Inquiry (Carol C. Kuhlthau). 60 slides with notes on direction required in our school classrooms and libraries.
The document discusses inquiry-based learning and the 5E instructional model. It begins by defining inquiry and inquiry-based instruction, noting their importance in teaching science. It then explains the four levels of inquiry and describes the 5E learning model. The 5E model includes the stages of Engage, Explore, Explain, Elaborate, and Evaluate. The document also notes that some propose a 7E model to better capture eliciting prior knowledge and extending learning to new contexts.
Moving from research question to research design - Dorothy Faulkner and Cindy...OUmethods
This document provides guidance for PhD students on developing their research question and design. It discusses the importance of clearly articulating the research question, theoretical framework, and intended contributions. Students are advised to consider their choice of methods, sources of evidence, research design, and any ethical issues. Examples are provided of unpacking research questions and signaling theoretical perspectives. Students complete activities to outline their own research question, sources of evidence, design, and anticipate ethics issues. Resources for developing the proposal are also listed.
This document summarizes the agenda and key discussion points from an English research writing class. The class covered developing researchable topics and questions, narrowing topics, online and library research sources, evaluating source reliability, and reading strategies for academic texts. Students were assigned to write introductions for their research topics due the following week. Peer feedback was provided on developing research questions and topics of interest.
This document discusses supporting disciplinary literacy and inquiry in the classroom. It defines disciplinary literacy as using reading, reasoning, investigating, speaking and writing required to learn complex content knowledge in a particular discipline. Project-Based Inquiry (PBI) Global is presented as a way to engage students in the disciplines through a 5 step process: asking compelling questions, gathering and analyzing sources, synthesizing claims and evidence, critically evaluating and revising work, and sharing findings. The document provides examples of how teachers can incorporate more student choice and voice into inquiry projects to support disciplinary literacy.
IDENTIFYING THE INQUIRY AND STATING THE PROBLEM RELATED TO DAILY LIFECristherAnnCamelloGa
This document discusses key aspects of designing a research project related to daily life, including formulating research questions, scope and delimitation, and stating the problem. It provides guidance on writing a research title and narrowing a topic. A good research question forms the foundation of the entire project by inquiring into a specific issue and guiding the research. It should be clear, answerable, and address something the researcher is passionate about. Properly defining the scope and limitations ensures the project's feasibility. Stating the problem concisely captures the central issue being investigated.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Student Research Process
Made Easier Tammi Pittaro
IDEA Teacher/Coordinator Grades K-8
Upper Township School District
2. Common Core Curriculum
State Standards
Found in English Language Arts
Writing Standards
Grades K-12
Formalized Research Standard
doesn’t begin until fourth grade,
but groundwork begins in
Kindergarten
3. Writing and Teaching
Research Skills
Kindergarten: Research to Build and
Present Knowledge
W.K.7. Participate in shared research
and writing projects (e.g., explore a
number of books by a favorite author
and express opinions about them).
W.K.8. With guidance and support from
adults, recall information from
experiences or gather information from
provided sources to answer a question.
4. Writing and Teaching
Research Skills
First Grade: Research to Build and Present
Knowledge
* W.1.7. Participate in shared research
and writing projects (e.g., explore a number
of “how-to” books on a given topic and use
them to write a sequence of instructions).
* W.1.8. With guidance and support from
adults, recall information from experiences
or gather information from provided sources
to answer a question.
5. Writing and Teaching
Research Skills
Second Grade: Research to Build and
Present Knowledge
W.2.7. Participate in shared research and
writing projects (e.g., read a number of
books on a single topic to produce a
report; record science observations).
W.2.8. Recall information from
experiences or gather information from
provided sources to answer a question.
6. Writing and Teaching
Research Skills
Third Grade: Research to Build and Present
Knowledge
W.2.7. Participate in shared research and
writing projects (e.g., read a number of books on
a single topic to produce a report; record science
observations).
W.2.8. Recall information from experiences or
gather information from provided sources to
answer a question.
W.2.9. (Begins in grade 4)
7. Writing and Teaching
Research Skills
Fourth Grade: Research to Build and Present
Knowledge
W.4.7. Conduct short research projects that build
knowledge through investigation of different aspects of
a topic.
W.4.8. Recall relevant information from experiences or
gather relevant information from print and digital
sources; take notes and categorize information, and
provide a list of sources.
This standard begins here through 8th grade:
W.4.9. Draw evidence from literary or informational
texts to support analysis, reflection, and research.
8. Writing and Teaching
Research Skills
Range of Writing (from 4th to 8th
grade)
W.4.10. Write routinely over
extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single
sitting or a day or two) for a range
of discipline-specific tasks,
purposes, and audiences.
9. Writing and Teaching
Research Skills
Fifth Grade: Research to Build and Present
Knowledge
W.5.7. Conduct short research projects that use
several sources to build knowledge through
investigation of different aspects of a topic.
W.5.8. Recall relevant information from experiences
or gather relevant information from print and digital
sources; summarize or paraphrase information in
notes and finished work, and provide a list of
sources.
10. Writing and Teaching
Research Skills
Sixth Grade: Research to Build and Present
Knowledge
W.6.7. Conduct short research projects to
answer a question, drawing on several sources
and refocusing the inquiry when appropriate.
W.6.8. Gather relevant information from
multiple print and digital sources; assess the
credibility of each source; and quote or
paraphrase the data and conclusions of others
while avoiding plagiarism and providing basic
bibliographic information for sources.
11. Writing and Teaching
Research Skills
Seventh Grade: Research to Build and Present
Knowledge
W.7.7. Conduct short research projects to answer a
question, drawing on several sources and generating
additional related, focused questions for further research
and investigation.
W.7.8. Gather relevant information from multiple print
and digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for
citation.
12. Writing and Teaching
Research Skills
Eight Grade: Research to Build and Present
Knowledge
W.8.7. Conduct short research projects to answer a
question (including a self-generated question), drawing
on several sources and generating additional related,
focused questions that allow for multiple avenues of
exploration.
W.8.8. Gather relevant information from multiple print
and digital sources, using search terms effectively; assess
the credibility and accuracy of each source; and quote
or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for
citation.
13. Research Skills
Identify prior knowledge
Asking good questions
Developing writing skills
Paraphrasing; summarizing
Evaluating validity of resources
Documenting resources
14. Research skills
Finding resources
Synthesizing
Analyzing
Making decisions
Managing time wisely; planning
Using effective presentation skills
15. Steps for Guiding Student
Research
Assess, Find or Create Student Interest
Help Students Find a Question(s) to Answer
Develop a Research Question(s) to Answer
Develop a Plan of Action to Guide the
Research
Help Locate Multiple Resources
16. Steps for Guiding Student
Research
Provide Managerial Assistance
Help to Find Products and Audiences
Provide Feedback/Escalate the
Process
Evaluate
17. Assess, Find and Create
Interest
Investigations Stem from Many Sources:
Individual interests
Curricular areas of study
Problems that exist in the world
Unresolved questions
Someone asking students to generate
solutions to problems
18. Assess, Find and Create
Interest
Strategies for Interest and Problem-Focusing- What invites students
to learn? The Hook!:
Sharing articles from news magazines, newspapers, etc.
Guest speakers
Questions that students ask
Student identified problems
“I Wonder” bulletin boards
Interest centers in classroom
19. Help Students Find a
Question(s) to Research
Who Does Research?
What kinds of questions would these people ask?
Doctors
Newspaper Reporters
Geographer
Writer
Historian
“Ologists”
20. What is an “Ologist?”
Ologists are people who follows their
curiosity about something and keep at it
until they get answers. And then they
have a hundred new questions!
Anthropologist Psychologist
Biologist Archeologist
Zoologist Paleontologist
Sociologist Meteorologist
21. Help Students Find a
Question(s) to Research
Researchers are always asking questions about the
world around them. They notice things that are
interesting, they make observations and wonder
why certain things behave as they do. Researchers
are sensitive to problems.
Categories:
Eating habits Friendship
Rules School
Culture Growing Up
Community Beliefs
Lots more!
22. Generating Research
Good Question Cubes
Cube 1- Who, What/Which, When,
Why, Where, How
Cube 2- Is, Can, Will,
Could/Should/Would, Might, Did
Cube 3 (Middle School recommended,
but can be used with younger students)
- Predict, Analyze, Verify, Compare,
Contrast, List
23. Generating Research
Questions
1. Roll the dice to generate beginning
questions. Select one word from each
cube to generate possible questions.
2.Use research phrases to prompt
possible research questions.
24. Research question
examples
It might be interesting to know if?
It might be interesting to know how?
It might be interesting to know why?
Historically, I wonder how or why?
I wonder if ________is related to
___________?
What factors influenced___________
25. Question Boxes
Is Did Can Will Might Should
Would
Could
Who
What/
Which
When
Where
Why
How
26. Develop a plan of action to
guide the research- kinds
Descriptive Research
primarily concerned with finding out “What is?
Or How are things now?”
Determining the likes and dislikes of a group
Student opinion surveys
Recording the reactions to an event
Example- Do fifth graders have a favorable
attitude toward the new playground equipment?
27. Develop a plan of action to
guide the research- kinds
Correlational Research
Purpose is to make an attempt to discover or
clarify relationships that exist between and
among variables
Example- Is there a relationship between the
size of the wheels on a toy car and the
distance it can travel?
28. Develop a plan of action to
guide the research- kinds
Historical Research
Purpose is to search for facts relating to questions
about the past. By studying the past, the historian is
trying to achieve a better understanding of the
present.
Finding data through sources such as diaries, official
documents and relics. Primary and secondary
sources.
Example: In what way has this school changed since
it was built?
29. Develop a plan of action to
guide the research- kinds
Experimental Research
Purpose is to investigate possible cause and effect
relationships
Control groups and experimental groups; gathering
data; looking for differences
Key question: How do you know the treatment
caused the effect?
Example: What is the effect of color on “taste buds?”
30. Develop a plan of action to
guide the research- kinds
Developmental Research
Purpose it to examine changes and patterns of
growth over time and answer the question: How has
___________changed over time?
Longitudinal studies follow the same subjects over
an extended period of time
Example: How have we changed as fourth graders
over the school year?
31. Provide Methodological
Assistance
Shift
from learning about to learning
how to gather, categorize, analyze
and interpret data.
Learn the different types of research
conducted by professionals and the
tools and methods they use to
conduct their research.
32. Provide Methodological
Assistance
How to gather your data from your questions
Interviews (questioning individuals, asking
open-ended questions)
Surveys and questionnaires (make one)
Recording notes
Recording references
Designing an experiment
33. Develop a plan of action to
guide the research
Provide Managerial Assistance
Provide access to people and equipment
Help students to design a way to gather
data, organize findings and report findings.
34. Develop a plan of action to
guide the research
What- This is what I plan to research
Resources- These are the resources I need to conduct my
study
Steps-Here are the steps I need to take to accomplish my
plan
Problems-These are the problems that I may encounter
Audience- This is the audience who could benefit from
my research
Product- This is the type of product that I could create
35. Help Locate Multiple
Resources
Books
Magazines
Individuals for interviews
Places to write for information
Historical documents
Other researchers
Use the internet and other electronic resources
36. Just Say “NO!” to
Plagiarism
A plagiarist is~
Uninformed
Careless
Lazy
Dishonest
Don’t be a Copy Cat!
37. How to avoid plagiarism?
NOTEFACTS!
Note (short) and Fact (true).
Written in your own words
Short but complete enough to make sense
Related to your questions
Documented (Must be cited to show your
sources.)
38. Why cite your sources?
Give credit to the author/creator
Shareyour sources with other
researchers
Prove the authenticity of your sources
Allowothers to validate your
information
39. Easy as ABC
A Author/Editor
B book/magazine/article title
C Company
D Date of copyright/Date viewed
E Entire page numbers/URL
40. Great Websites for
Researching with Students
http://www.tizmos.com
http://www.amnh.org/ology/
Search engines for kids
http://www.kidrex.org/
http://www.askkids.com/
http://www.boolify.org/index.php
http://quinturakids.com/